FILSAFAT ILMU

To believe in education is to believe in the future, to believe in what may be accomplished through the disciplined use of intelligence, allied with cooperation and good will. If it seems naively American to put so much stock in schools, colleges, universities, and endless prospect of self-improvement and social improvement, it is an admirable, and perhaps even a noble flaws. (Diane Ravitch, 1983, p. 330)

TATARAN

FILSAFATILMU

TEORISISTEM

PENDEKATANPROSEDUR

METODE

PENGETAHUAN MANUSIA

1. PENGETAHUAN UMUM/BIASA

2. ILMU

3. AGAMA

4. SENI

5. FILSAFAT

PHILOSOPHY

REALITY = METAPHISICS KNOWLEDGE = EPISTIMOLOGY VALUES = AXIOLOGY

• ONTOLOGY SCIENTIFIC INQUIRY ETHICS

• COSMOLOGY INTUITION AESTHETICS

SENSES & FEELINGS

INDUCTIVE LOGIC

DEDUCTIVE LOGIC

ILMU?

OBYEK (ONTOLOGI)METODE (EPISTIMOLOGI)

MANFAAT (AKSIOLOGI)TOTALITAS

KLASIFIKASI DAN RELASI ANTAR CABANG ILMU

NO KLASIFIKASI JENIS ILMU EPISTIMOLOGI HASIL MANFAAT

I EMPIRIS-ANALITIS

ILMU ALAMIAH

Ilmu: hukum

psikologi

antropologi

alam

EMPIRIK

observasi

eksperimentasi

komparasi

INFORMASI DATA

deskriptif/

menerangkan kondisi

TEKNIS

penguasaan/peramalan situasi

II SOSIAL KRITIS

ILMU-ILMU SOSIAL

Ilmu: politik

ekonomi

sosiologi

INTELEKTUALISTIS-RASIONALISTIS

refleksi kritis

refleksi diri

ANALISIS GEJALA/KECENDERUNGAN

prediksi atas dasar asumsi

pedoman aksi

EMANSIPATORIS

penyadaran terhadap suatu situasi

III

HISTORIS-HERMENEUTIS

HUMANIORA

agama

filsafat

bahasa

seni/sastra

budaya

HERMENEUTIK

interpretasi

memahami

menghayati makna melalui bahasa/teks/simbol

MAKNA SUATU PERISTIWA SEBAGAIMANA PENCERMINAN DALAM SIMBOL/TEKS

perspektif

naratif

PRAKSIS

pengembangan intersubyektif atas dasar pemahaman bersama

PERSYARATAN PERKEMBANGAN ILMU

1. UNIVERSALITAS

2. KETIDAKPAMRIHAN

3. OBJEKTIVITAS

4. SKEPTISISME

WHAT IS PHILOSOPHY?

“PHILOSOPHY CAN BE DEFINED AS A SET OF IDEAS ABOUT THE NATURE OF REALITY AND ABOUT THE MEANING OF LIFE. IDEAS ABOUT BEING, KNOWLEDGE, AND CONDUCT HAVE EVOLVED OVER TIME AS PHILOSOPHERS HAVE PONDERED SUCH QUESTIONS AS, WHAT IS BASIC HUMAN NATURE?”

“THE ACTIVITY OF DOING PHILOSOPHY AIDS TEACHERS IN UNDERSTANDING TWO VERY IMPORTANT NOTIONS:

(1) WHO THEY ARE OR INTEND TO BE , AND

(2) WHY THEY DO OR PURPOSE TO DO WHAT THEY DO.

PHILOSOPHY

REALITY = METAPHISICS KNOWLEDGE = EPISTIMOLOGY VALUES = AXIOLOGY

• ONTOLOGY SCIENTIFIC INQUIRY ETHICS

• COSMOLOGY INTUITION AESTHETICS

SENSES & FEELINGS

INDUCTIVE LOGIC

DEDUCTIVE LOGIC

FILSAFATFILSAFAT

ILMU

FIL

SA

FA

T

ILM

U

FIL

SA

FA

T IL

MU

PROSES PERKEMBANGAN FILSAFAT ILMU

PHILOSOPHIES ON WHICH WESTERN EDUCATION BASED

IDEALISME REALISME THOMISM HUMANISM

PHILOSOPHERS PLATO ARISTOTLE THOMAS AQUINAS

ERASMUS

METHAPHYSICS REALITY IS AN UNCHANGING WORLD OF PERFECT IDEAS AND UNIVERSAL TRUSTS.

REALITY IS OBSERVABLE EVENTS, OBJECTS, AND MATTER INDEPENDENT OF HUMAN KNOWING.

REALITY IS AN ORDERED WORLD CREATED BY GOD THAT PEOPLE CAN COME TO KNOW. PEOPLE STRIVE FOR ETERNITY WITH GOD.

REALITY IS ALSO HUMANITY’S CREATION. PEOPLE STRIVE FOR PERSONAL MEANING IN THEIR EXPERIENCE AND INTERPRETATION OF LIFE ON EARTH.

EPISTIMOLOGY KNOWLEDGE IS OBTAINED WHEN IDEAS ARE BROUGHT INTO CONSCIOUSNESS THROUGH SELF EXAMINATION AND DISCOURSE.

KNOWLEDGE IS OBTAINED WHEN STUDENTS ARE TAUGHT IDEAS THAT CAN BE VERIFIED AND SKILLS THAT ENABLE THEM TO KNOW OBJECTS THEY ENCOUNTER.

A COMBINATION OF REASON AND FAITH ENABLES STUDENTS TO ACQUIRE AND USE BODIES OF KNOWLEDGE.

EXPLORATION, QUESTIONING, AND CRITICAL THINKING ENABLE STUDENTS TO DISCOVER OR CONSTRUCT AND USE OF KNOWLEDGE.

PHILOSOPHIES ON WHICH WESTERN EDUCATION BASED

IDEALISME REALISME THOMISM HUMANISM

PHILOSOPHERS PLATO ARISTOTLE THOMAS AQUINAS

ERASMUS

AXIOLOGY WISDOM OF GOODNESS; DISCIPLINE, ORDER, SELF CONTROL,; PRESERVATION OF CULTURE HERITAGE OF THE PAST

SELF CONTROL; CLEAR JUGDMENT AND RATIONAL THOUGHT; PERSONAL EXCELLENCE; BALANCE AND MODERATION.

KNOWING, LOVING, AND SERVING GOD.

KNOWING AND LOVING GOD; SERVING HUMANITY.

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

EXISTENTIALISM

DEVELOP AUTHENTIC INDIVIDUALS WHO EXERCISE FREEDOM OF CHOICE AND TAKE RESPONSIBILTY FOR THEIR ACTIONS.

DEVELOP INDEPENDENCE, SELF-DISCIPLINE; SET CHALLENGES AND SOLVE PROBLEMS.

ENCOURAGE SYUDENTS TO PHILOSOPHIZE ABOUT LIFE AND TO RECOGNIZE AND FULFILL PERSONAL FREEDOM.

DISCUSSION AND ANALYSIS, EXAMINATION OF CHOICE-MAKING IN OWN AND OTHERS’ LIVES.

DRAMA,

ART,

LITERATURE,

SOCIAL SCIENCES,

HISTORY

MARXISM

SHAPE PEOPLE AND INSTITUTIONS; CHANGE MATERIAL CONDITIONS OF SOCIETY, PRODUCING CLASSLESS SOCIETY

LIVE AND WORK HARMONIOUSLY WITH OTHERS, ACQUIRE AND USE KNOWLEDGE THAT WILL ENABLE THEM TO TRANSFORM NATURAL AND SOCIAL WORLD.

LEAD ADVOCATE CHANGE

SCIENTIFIC METHODOLOGY, PRACTICAL ACTIVITY (PROBLEM SOLVING).

EMPHASIS ON SCIENCE AND HISTORY

PHILOSOPHICAL ORIENTATIONS IN EDUCATION TODAY

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

BEHAVIORISM

ENGINEER ENVIRONMENT THAT EFFICIENTLY MAXIMIZE LEARNING

RESPOND TO ENVIRONMENTAL AND BEHAVIORAL STIMULI; BECOME SELF-REGULATED

MANIPULATE THE LEARNING ENVIRONMENT AND PRESENT STIMULI, USING CONDITIONONG AND SOCIAL KEARNING TO SHAPE STUDENT BEHAVIOR.

PROGRAMMED INSTRUCTION THAT PROVIDED FEEBACK ON PERFORMANCE BEHAVIOR CONTRACTS, REINFORCEMENT.

LEARNING TASKS IN WHICH BEHAVIOR CAN BE DIRECTLY OBSERVED, MEASURE, AND EVALUATE.

COGNITIVISM

DEVELOP THINKING SKILLS FOR LIFELONG SELF-DIRECTED LEARNING

CONSTRUCT MEANINGFUL KNOWLEDGE THROUGH EXPERIENCE AND INTERACTION.

STIMULATE COGNITIVE DEVELOPMENT; MEDIATE STUDENT LEARNING AND MONITOR THOUGHT PROCESS.

USE OF MANIPULATIVES AND REAL-LIFE LEARNING OPPORTUNITIES RELEVANT TO STUDENTS’ PRIOR EXPERIENCES.

INTEGRATED CURRICULA; EMPHASIS ON THINKING AND CRITICAL SKILLS, STUDY SKILLS, AND PROBLEM SOLVING SKILLS.

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

PRAGMATISM

DEVELOP AND APPLY PRACTICAL KONWLEDGE AND SKILLS FOR LIFE IN A PROGRESSIVE DEMOCRATIC SOCIETY.

ACTIVE LEARNING AND PARTISIPATION.

TEACH INDUCTIVE AND DEDUCTIVE REASONING, THE SCIENTIFIC METHOD, AND THE POWERS OF OBSERVATION AND PRACTICE.

HANDS-ON CURRICULA; GROUP WORK; EXPERIMENTATION.

EMPHSIS ON CITIZENSHIP, KNOWLEDGE AND SKILLS APPLICABLE TO DAILY LIFE, AND CAREER OF JOB PREPARATION.

PERENIALISM

ACQUITIONS OF TOMELESS PRINCIPALS OF REALITY, TRUTH, AND VALUE; LEARNING FOR THE SAKE OF LEARNING.

RECEIVE KNOWLEDGE AND ACADEMIC SKILLS.

GUIDE TO CLASSICS; TEACH BASIC SKILLS.

TEACHER-CENTERED DIRECT INSTRUCTION.

EMPHASIS ON GREAT BOOKS AND CORE CURRICULA IN THE ARTS AND SCIENCES.

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

ESSENTIALISM

ACQUITION OF CULTURE; CULTURAL LITERACY FOR PERSONAL BENEFIT.

RECEIVE KNOWLEDGE; DEMONSTRATE MINIMUM COMPETENCIES.

DELIVER A STANDARD CURRUCULUM.

SUBJECT-CENTERED DIRECT INSTRUCTION.

UNIFORM CURRICULUM FOR ALL STUDENTS THET EMPHASIS THE ESSENCE OF TRADITIONAL INDONESIAN CULTURE.

SOCIAL RECONSTRUCTIONISM

SOLVE SOCIAL PROBLEMS AND CREATE A BETTER WORLD

INQUIRE, APPLY CRITICAL THINKING SKILLS, AND TAKE ACTION.

ASK QUESTIONS; PRESENT SOCIAL ISSUES AND PROBLEM SOLVING CHALLENGES; SERVE AS OR GANIZER AND INFORMATION RESOURCE.

STIMULATE DIVERGENT THINKING AND GROUP INVESTIGATION.

EMPHASIS ON SOCIAL STUDIES, SOCIAL PROBLEMS, GLOBAL EDUCATION, AND ENVIRONMENTAL ISSUES.

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

PRAGMATISM

DEVELOP AND APPLY PRACTICAL KONWLEDGE AND SKILLS FOR LIFE IN A PROGRESSIVE DEMOCRATIC SOCIETY.

ACTIVE LEARNING AND PARTISIPATION.

TEACH INDUCTIVE AND DEDUCTIVE REASONING, THE SCIENTIFIC METHOD, AND THE POWERS OF OBSERVATION AND PRACTICE.

HANDS-ON CURRICULA; GROUP WORK; EXPERIMENTATION.

EMPHSIS ON CITIZENSHIP, KNOWLEDGE AND SKILLS APPLICABLE TO DAILY LIFE, AND CAREER OF JOB PREPARATION.

PERENIALISM

ACQUITIONS OF TOMELESS PRINCIPALS OF REALITY, TRUTH, AND VALUE; LEARNING FOR THE SAKE OF LEARNING.

RECEIVE KNOWLEDGE AND ACADEMIC SKILLS.

GUIDE TO CLASSICS; TEACH BASIC SKILLS.

TEACHER-CENTERED DIRECT INSTRUCTION.

EMPHASIS ON GREAT BOOKS AND CORE CURRICULA IN THE ARTS AND SCIENCES.

GOAL OF EDUCATION

ROLE OF STUDENTS

ROLE OF TEACHERS

TEACHING METHODS

SUBJECTS STUDIED

ESSENTIALISM

ACQUITION OF CULTURE; CULTURAL LITERACY FOR PERSONAL BENEFIT.

RECEIVE KNOWLEDGE; DEMONSTRATE MINIMUM COMPETENCIES.

DELIVER A STANDARD CURRUCULUM.

SUBJECT-CENTERED DIRECT INSTRUCTION.

UNIFORM CURRICULUM FOR ALL STUDENTS THET EMPHASIS THE ESSENCE OF TRADITIONAL INDONESIAN CULTURE.

SOCIAL RECONSTRUCTIONISM

SOLVE SOCIAL PROBLEMS AND CREATE A BETTER WORLD

INQUIRE, APPLY CRITICAL THINKING SKILLS, AND TAKE ACTION.

ASK QUESTIONS; PRESENT SOCIAL ISSUES AND PROBLEM SOLVING CHALLENGES; SERVE AS OR GANIZER AND INFORMATION RESOURCE.

STIMULATE DIVERGENT THINKING AND GROUP INVESTIGATION.

EMPHASIS ON SOCIAL STUDIES, SOCIAL PROBLEMS, GLOBAL EDUCATION, AND ENVIRONMENTAL ISSUES.

TEACHERS’ THOUGHT PROCESSES IN RELATION TO TEACHERS’ ACTIONS

CONSTRAINTS AND OPPOTUNITIS

TEA

CH

ER P

LAN

NIN

G

TEACHERS’ INTERACTIVE

THOUG

HTS &DECISIONS

TEACHERS’ THEORY AND BELIEFS

TEACHERS’

CLASSRO

OM

BEHAVIO

RSTUDENT ACHIEVEMENT

STUDENTS’ CLASSROOM

BEHAVIOR

TEACHERS’ THOUGH

PROCESSES

TEACHERS’ ACTIONS AND

THEIR OBSERVABLE

EFFECTS

TERIMA KASIH